Geography in focus : teaching and learning in issues-based classrooms / edited by Mike Taylor, Louise Richards and John Morgan.
Material type: TextPublisher: Wellington, New Zealand : NZCER Press, New Zealand Council for Educational Research, [2015]Copyright date: ©2015Description: xiii, 151 pages : illustrations (some colour) ; 25 cmContent type:- text
- unmediated
- volume
- 9781927231708
- 1927231701
- Teaching and learning in issues-based classrooms
- 910.71293 23
- G73 G464 2015
Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Book | City Campus City Campus Main Collection | 910.71293 GEO (Browse shelf(Opens below)) | 1 | Available | A539452B | ||
Book | City Campus City Campus Main Collection | 910.71293 GEO (Browse shelf(Opens below)) | 1 | Available | A539456B |
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Includes bibliographical references and index.
Introduction -- Abbreviations -- 1. Geography and social inquiry: an effective tag team? -- 2. Subject-specific literacy: reappraising the role of reading and writing in New Zealand geography classrooms -- 3. Concepts and conceptual understanding in issues-based geography -- 4. The development sector in the geography classroom -- 5. Adjusting the focus of perspectives in school geography -- 6. 'Who, what, where, when, why and how?': using simple questions to spark geographical imaginations -- 7. Advancing scholarship / scholarship in geography classrooms -- 8. Geography education in the future, tense -- Endnotes -- Contributors -- Index.
"This book is a comprehensive and stimulating discussion of issues-based geography education in Aotearoa New Zealand. It is an essential read for geography teachers and educators from the wider social sciences. Geography as a subject gets little attention in curriculum and assessment literature. Seeking to address that gap, the authors - teachers and academic practitioners - have thought deeply about the complexities and limitations of issues-based approaches. This book is not intended to offer strategies for teaching but the voices of teachers and the challenges of classroom practice come through strongly." --Publisher's website.
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